scholarly journals “Lo agarraron y lo echaron pa’tras”: Discussing Critical Social Issues with Young Latinas

2011 ◽  
Vol 12 (2) ◽  
pp. 43 ◽  
Author(s):  
Julia Lopez-Robertson
Keyword(s):  
Critical Literacy ◽  
Lived Experiences ◽  
Social Issues ◽  
Literature Discussions ◽  
Literacy Curriculum ◽  
Social Inequities ◽  
Bilingual Classroom ◽  
Critical Social

The avenue for enacting a critical literacy curriculum in this primary bilingual classroom was through literature discussions about critical social issues that impacted the children’s lives. These discussions provided the children the space to discuss and question social issues that were significant to them and with which they identified. The analysis explored the responses of two young Latinas and demonstrated that these young Latinas did indeed think seriously about the critical social issues raised in the books discussed. They connected the books to their lives through the stories they told and shared their experiences as they sought to make meaning from the books and the issues raised. Children like the young Latinas in this study need a critical literacy curriculum that helps them contest social inequities in which they may be living and challenges them to think beyond the book and make connections to their lived experiences.

Iraq

2017 ◽  
Author(s):  
Haytham Bahoora
Keyword(s):  
Twentieth Century ◽  
Short Story ◽  
Social Issues ◽  
Social Realism ◽  
Self Awareness ◽  
Historical Novels ◽  
The Novel ◽  
War In Iraq ◽  
Critical Social

This chapter examines the development of the novel in Iraq. It first considers the beginnings of prose narrative in Iraq, using the intermingling of the short story and the novel, particularly in the first half of the twentieth century, as a framework for reassessing the formal qualities of the Arabic novel. It then turns to romantic and historical novels published in the 1920s, as well as novels dealing with social issues like poverty and the condition of peasants in the countryside. It discusses the narrative emergence of the bourgeois intellectual’s self-awareness and interiority in Iraqi fiction, especially the novella; works that continued the expression of a critical social realism in the Iraqi novelistic tradition and the appearance of modernist aesthetics; and narratives that addressed dictatorship and war in Iraq. The chapter concludes with an overview of the novel genre in Iraq after 2003.

scholarly journals Exposure to queer characters in Konigsberg’s Openly Straight through social messaging

Literator ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Matthys J. Uys ◽  
Salomé Romylos ◽  
Carisma Nel
Keyword(s):  
Critical Literacy ◽  
Social Constructivism ◽  
Social Issues ◽  
Data Generation ◽  
Sexual Diversity ◽  
The Social ◽  
Entry Points ◽  
Language Classroom ◽  
Social Messages ◽  
Social Messaging

Research conducted by The Other Foundation has indicated that South Africans view the lives of queer individuals as lifestyle choice (34%), illness (12%), sin (5.10%), results of these individuals’ upbringing (3.80%) and/or resulting from the influence of ancestral spirits (3.70%). Advocacy and information about sexual orientation and sexual diversity through literary as characters may be instrumental in possibly changing negative perceptions of queer individuals. This article aims to show how a selected young adult queer novel, and the social messaging that emerges from the text, may be a potentially influential location for creating an awareness and better understanding of queer individuals. The aim of the investigation on which the article is based was to examine the possibility or viability of implementing critical literacy in secondary education systems in the language classroom as an opportunity to address social issues in heteronormative environments. The social messages found in queer texts may be used as entry points to fruitful discourse in language classroom environments. The study followed a qualitative approach with the use of critical hermeneutics as a strategy of inquiry and social constructivism as philosophical worldview. The queer text utilised was Openly Straight (2013) by Bill Konigsberg with the method of data generation being document analysis. The main findings were that queer texts should form part of the language classroom (as learners may read these texts critically and emphatically) and that Bill Konigsberg’s Openly Straight contained social messages that can contribute to positive influences on queer- and heterosexual readers.

Agency at Play for Collective Impact in Human Services Systems

2022 ◽  
pp. 159-181
Author(s):  
Prithi Yadav ◽  
Manuela B Taboada ◽  
Nicole Vickery
Keyword(s):  
Collective Action ◽  
Lived Experiences ◽  
Human Services ◽  
Social Issues ◽  
Digital Games ◽  
Analytical Tool ◽  
Collective Impact ◽  
Top Down ◽  
Bottom Up ◽  
Policy Level

Responses to urban human services issues such as housing and unemployment often overlook lived experiences through these systems and are formulated from a top-down (systems, services, or policy-level) perspective. This study integrates systems thinking and design justice principles for centering the voices of those experiencing these issues towards exploring ‘agency'—the capacity to act—from the bottom-up and top-down in responding to these issues. An agency typology encompassing various bottom-up and top-down agencies is developed through an analysis of Digital Games for Change (DG4C) for the various agencies they can initiate. The agency typology's contributions are threefold—in research (as a method and analytical tool), in practice (as design principles) and in education (for teaching collective action, impact). The agency typology can drive ‘concerted agency' or collective action, where top-down and bottom-up agencies work together, enabling multipronged targeted approaches to complex social issues and maximizing social justice efforts through collective impact.

scholarly journals The five resources of critical digital literacy: a framework for curriculum integration

2014 ◽  
Vol 21 ◽  
Author(s):  
Juliet Hinrichsen ◽  
Antony Coombs
Keyword(s):  
Curriculum Development ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Meaning Making ◽  
Academic Development ◽  
Learning Technology ◽  
Digital Environment ◽  
Critical Perspective ◽  
Literacy Curriculum ◽  
Perspective Drawing

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

scholarly journals Social Annotation, Critical Literacy, and Justice-Directed Educator Learning

2021 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Learning ◽  
Literacy Education ◽  
Technology Leadership ◽  
National Council ◽  
Social Annotation ◽  
Collaborative Discussion ◽  
Critical Social

This paper/award presentation is shared on behalf of the Marginal Syllabus leadership team having received the 2020 National Technology Leadership Initiative Award, presented by the English Language Arts Teacher Educators group of the National Council of Teachers of English. Annotation is first introduced as a familiar yet often underappreciated practice in literacy education. Second, the social and critical qualities of annotation are briefly reviewed, with attention to the benefits of social annotation for students’ literacy learning and critical social annotation as a means by which literacy teacher educators can foster close reading and collaborative discussion about equity-oriented topics. Third and finally, the Marginal Syllabus is introduced and discussed. The Marginal Syllabus is a project that leverages critical social annotation for public conversation about education equity. Since 2016, the Marginal Syllabus has advocated for and productively advanced justice-directed educator learning and critical literacy education.

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